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Journal of Korean Association of THAI Studies

  • : 한국태국학회
  • : 사회과학분야  >  정치/외교학
  • : KCI등재
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  • : 연속간행물
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  • : 1598-236x
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수록정보
수록범위 : 1권0호(1988)~26권1호(2019) |수록논문 수 : 296
한국태국학회논총
26권1호(2019년 08월) 수록논문
최근 권호 논문
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ปัจจุบันยุคแห่งเทคโนโลยีสารสนเทศส่งผลให้ผู้คนมีโอกาสติดต่อสื่อสารกันมากขึ้นทั้งในและระหว่างผู้คนที่อยู่ ในภาษา สังคมวัฒนธรรมเดียวกัน ใช้ภาษาเดียวกันและ ผู้ที่มาจากต่างภาษา ต่างวัฒนธรรม การเรียนรู้ภาษาที่สอง (second language) หรือภาษาต่างประเทศ (foreign language หรือ non-native language) จึงมีความสำคัญและจำเป็นอย่างยิ่ง ภาษาไทยถือเป็นภาษาราชการและภาษาที่ใช้ในการเรียนการสอนในประเทศไทยซึ่งในปัจจุบันการจัดการเรียนการสอนภาษาไทยให้แก่ชาวต่างประเทศทั้งมหาวิทยาลัยในประเทศไทยและต่างประเทศนับเป็นภาระหลักด้านหนึ่งของสถาบันอุดมศึกษาทั้งของรัฐบาลและเอกชน ประเด็นสำ คัญสำหรับมหาวิทยาลัยเนื่องจากว่า คนกลุ่มใหม่นี้กำลังจะเข้ามาเป็นนักศึกษาของมหาวิทยาลัยในปี 2014 นี้เป็นต้นไป จะเป็นกลุ่มผู้เรียนที่อยู่ในช่วง Gen-Z แนวทางการส่งเสริมการเรียนรู้ ในศตวรรษที่21 และการเตรียมความพร้อมด้านการจัดการเรียนการสอนภาษาไทยและวัฒนธรรมไทยในฐานะภาษาต่างประเทศเพื่อส่งเสริมการเรียนรู้ในศตวรรษที่ 21 ของผู้เรียน Gen-Zนับเป็นเรื่องที่สำคัญและท้าทายอย่างมากสำหรับอาจารย์ผู้สอนรวมทั้งสถาบันการศึกษาระดับอุดมศึกษาทั้งในประเทศไทยและต่างประเทศที่เปิดการเรียนการสอนภาษาไทยในฐานะภาษาต่างประเทศให้แก่ผู้เรียนชาวต่างประเทศ อาจารย์ผู้สอนและผู้บริหารมหาวิทยาลัยควรเน้นการเรียนรู้เชิงรุก (Active Learning) กล่าวคือ เป็นการจัดการเรียนรู้ที่เน้นให้ผู้เรียนมีปฏิสัมพันธ์กับกิจกรรมการเรียนการสอน รวมถึงการเตรียมพร้อมด้านการจัดหลักสูตรและเนื้อหาการเรียนการสอน ประเด็นด้านคุณลักษณะผู้สอนภาษาไทยและวัฒนธรรมไทย ประเด็นสุดท้ายด้านกลยุทธ์การสอนและเทคนิคการจัดการเรียนการสอนภาษาไทยและวัฒนธรรมไทยในฐานะภาษาต่างประเทศเพื่อส่งเสริมการเรียนรู้ในศตวรรษที่21 ของผู้เรียน ประกอบด้วย เนื้อหาบทเรียนหรือเอกสารประกอบ การเรียนการสอนบทบาทผู้สอน และสื่อการเรียนการสอน


Nowadays, the age of information technology has been effected to people's communicate between people who have same language, culture and different language, culture. The learning of second language or a foreign language is necessary. Thai language is considered the official language and used in teaching and learning language in Thailand. At present, teaching and learning Thai language for foreigners are in universities which is Thailand and other countries, It is the one of the main obligations for government and private university. The one of the reason is the new group of people is going to be a university student in 2014. They will be a group of students who are in the Gen-Z phase. The Guidelines for promoting learning in the 21st century and preparation for learning management and teaching Thai language and Thai culture as a foreign language to promote learning in the 21st century of Gen-Z learners is very important and challenging issue for instructors and universities which have been teach Thai language as a foreign language for foreign in Thailand and other countries. Instructors and university should focus on active learning. The way of learning management focuses on students to interact with instructors and learning activities, including preparation for curriculum and content of learning. The main teaching issues have been relating to the characteristics of Thai language instructors and Thai culture. The last issue on teaching strategies and techniques for teaching and learning Thai language and Thai culture as a foreign language to promote learning in the 21st century of the learners consists of lesson content or worksheets, teaching roles and teaching materials.

KCI등재

2매낙 전설의 서사에 나타난 태국의 젠더 이데올로기: 영화 <매낙 프라카농>, <낭낙>, <피막 프라카농>을 중심으로

저자 : 이지은 ( Lee Ji Eun )

발행기관 : 한국태국학회 간행물 : 한국태국학회논총 26권 1호 발행 연도 : 2019 페이지 : pp. 29-65 (37 pages)

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Mae Nak Phrakhanong is the most famous Thai legendary ghost story in Thailand. Mae Nak is a female ghost who died during labour a child while her husband Mak went to a battle field. This lovelorn ghost story was remade as movies 24 times so far since the year 1936 when its first movie released.
This study starts from the hypothesis that the idealistic Mae Nak's image such as a 'desirable wife' and 'good mother' was exploited by the dominant patriarchic ideaology during the Pibungsongkhram regime. And after that the idealistic images of Mae Nak has been consumed as needed as following the society and culture has been changed. To investigate the gender ideology through Mae Nak narratives, three Mae Nak movies such as Mae Nak Phrakhanong (1978), Nang Nak (1999) and Phi Mak..Phrakhanong (2013) were selected by considering their box office and critical success including historical significance.
Mae Nak Phrakhanong contains traditional value and modern idea in regard to gender. The movie illustrates that Thailand in 1970s was changed rapidly into urbanization and industrialization together with the democracy movement. The democratic idealism affected to rural area but traditional gender value was hardly changed. Nang Nak was released in 1999 when Thailand was in the economic crisis (IMF). The movie obviously expresses nationalism and conservative dominant ideology in that three pillars of Thai nation-buidling (Nation, King and Buddhism) are embodied through the screen. Phi Mak..Phrakhanong shows the most unconventional characters appeared as well as the ending. The masculinity in the movie do not follow the grammar of Thai traditional way. Mak is far different from stereotype man of Thai culture, but he shows soft and gentle charisma to protect his wife Nak.
To sum up, the main theme of Mae Nak story is that men and ghosts cannot live in a world together. In other words, female ghosts are different kind from human men. That is, women are outsider under male-dominant society.

KCI등재

3종족정체성 수호가 교육정책에 미친 영향: 태국 카렌족 넝따오 마을과 넝몬타 마을 비교

저자 : 이정윤 ( Jeong Yoon Lee )

발행기관 : 한국태국학회 간행물 : 한국태국학회논총 26권 1호 발행 연도 : 2019 페이지 : pp. 67-109 (43 pages)

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The purpose of this study is to examine the influence of protecting ethnic identity on the education policy of the Thai government. To do this, I compared with the Nong Tao and the Nong Monta Karen village in Thailand, which show differences in their identity, and analyzed them using Gramsci's theory.
The 'Muwaki School' in Nong Tao village follows the education policy stipulated by the government. This was due to economic problems, the lack of will of the villagers, and the lack of teachers to teach the Karen culture. As a result, Nong Tao villagers have national identity by adapting to the government's assimilation education policy. Nong Monta villagers, however, wanted to inherit ethnic identity through school education. They taught the students government and the Karen curriculum together through a dual curriculum. As a result, they could protect their ethnic identity.
First, protecting the ethnic identity of the villagers, the school established by the villagers was recognized through the 'National Educational Act (1999)' and became the basis for the announcement of the 'Promotion of Non-Formal and Informal education Act (2008)'.
Second, as a civil society organization that influenced the establishment of school, the resistance for moral reform of the hegemony of the ruling class by IMPECT affected the enactment of Article 18 of the Education Act.
Third, the Karen teachers made it possible who graduated at the age of thirteen at Muwaki school able to issue a diploma and enter general secondary school. This Karen teacher of Muwaki School shows the role of organic intellectuals.

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National museum represents national identity. Museum Siam is a part of the OKMD (Office of Knowledge Management and Development) business, a Mega Project initiated during the Thaksin's term in office. The museum was established as the first national discovery museum institute to provide new vision for looking into Thai national identity.
This paper studies Thai national identity, Kwham pen thai (Thainess) represented in Museum Siam's new exhibition, “Decoding Thainess”, which was reopened in December 2017. The primary sources used in this study consist of the main exhibition contents, museum's brochures, and interviews with curators and museum staff.
This study finds that the second main exhibition centers around familiar objects easily seen in contemporary Thai society, as meaningful segments of production of Thainess. It also explores how Thainess can be built and maintained, rather than just representing Thai national identity. This is important because showing the process for creating national identity reveals that Thainess is generally regarded as a fixed, uniform notion, but in fact it has been changing through time.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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2미국의 비트코인 규제

(2006)홍길동심리학41회 피인용

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2미국의 비트코인 규제

(2006)홍길동41회 피인용

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해당 간행물 관심 구독기관

한국외국어대학교 연세대학교 경희대학교 서울대학교 성신여자대학교
 65
 33
 30
 17
 12
  • 1 한국외국어대학교 (65건)
  • 2 연세대학교 (33건)
  • 3 경희대학교 (30건)
  • 4 서울대학교 (17건)
  • 5 성신여자대학교 (12건)
  • 6 중앙대학교(서울) (8건)
  • 7 고려대학교 (8건)
  • 8 공주대학교 (7건)
  • 9 이화여자대학교 (6건)
  • 10 한양대학교 (5건)

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